Mississippi State University
Cornelious, Linda F.
Forde, Connie M.
Date of Degree
Original embargo terms
Dissertation - Open Access
Instructional Systems and Workforce Development
Doctor of Philosophy
College of Education
Department of Instructional Systems and Workforce Development
The purpose of this study was to determine factors that impact the final grades of full admission and developmental students who were enrolled in selected 22 undergraduate business courses during the fall 2015 and spring 2016 semesters. Also, this study examined the interaction of students’ ethnicity, gender, age, and classification on their final course grades in selected business courses at a rural public HBCU. The research design for this study was casual-comparative research. A 2X2 and a 2X4 factorial ANOVA was used to determine whether there was a main effect on students’ final grades considering each independent variable. Out of a population of 393 students enrolled, 320 students participated in this study. After the data were collected and analyzed, the researcher determined that there was a statistically significant relationship between student’s final grade and course delivery, ethnicity, and classification. There was no statistically significant interaction on student’s final grades between course delivery and student admission status, gender, age, ethnicity, and classification. Conclusion and recommendations based on the findings in this study indicated that students attending the rural public HBCU and enrolled in business courses that offered the same courses in both face-toace and online formats performed better in face-toace courses than in the online courses.
Bryant, Jearline A., "A Comparative Study of Full-Admission and Developmental Undergraduate Students' Performance in Online and Face-To-Face Business Courses at a Historically Black College and University" (2018). Theses and Dissertations. 56.